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Notes from the ARC: Once Upon a Time...

As an institutional researcher, most of my work in assessment (i.e., the systematic process of ensuring quality and improvement) has centered on numbers and rigid methodology. But that approach only allows for limited understanding of the student experience. It was not until I joined the New York Film Academy (NYFA) that I began to see the value of storytelling as a method of assessment.

Notes from the ARC: A Rising Tide

I have been thinking lately about the saying “A rising tide lifts all boats.” 

While traditionally used in financial contexts to indicate that a strong economy benefits everyone, I have heard it pop up more and more in higher education discussions around graduation rates and student success. 

Notes from the ARC: Stephen Colbert vs. Bill Gates

“If I keep no record of what I do, I can always assume I’ve succeeded.”

-- Stephen Colbert to Bill Gates on The Colbert Report

Notes from the ARC: Sitting at the Adult Table

I have fond childhood memories of family dinners with relatives and family friends at our local Chinese restaurant. Often, there was a kids’ table next to the adult table that was filled with “kid-friendly” dishes: fried rice, kung pao chicken, and some sort of green leafy vegetable (usually bok choy). Meanwhile, the adult table was filled with the fancy pan-fried crab, whole fish on the bone, and a complex and umami-filled seafood soup. 

Notes from the ARC: Making Magic

My parents recently gave me a box that was packed from my boyhood room.  This box, taped shut since 1984, contained an item that speaks to the work many of us do, particularly if we’ve come to the ARC.   

When I opened the box, my eye caught the spine of a book: Learn Magic by Henry Hay.  I had a childhood fascination with performing magic.  In elementary school, I studied the covert mechanisms behind “drawing room” illusions that used playing cards and coins, and I paid special attention to making things appear out of nowhere.

Notes from the ARC: To Dream or not to Dream...Is that even a question?

Across the nation, colleges and universities are welcoming more students of color than ever before. From the inspiring accessibility of community colleges to the sacred halls of four-year universities, institutions are not only welcoming students of color but a growing intersection of first-generation students. With this rising trend, how do we as institutions of higher education evaluate our current advising practices to best engage and empower these students towards academic and personal success? 

Notes from the ARC: Let's Go!

With the significant growth in occupations and programs, how does a student choose the right program and how does a university know it is offering the right programs?


Issue Spotlight: Credit for Prior Learning

Credit for Prior Learning: Helping Students Complete Degrees More Efficiently and Affordably

Credit for Prior Learning (CPL) allows students to earn credit for learning experiences that take place outside the classroom and are the equivalent of college-level work. As a result, students can streamline the educational pathway, avoid redundant or unnecessary courses, and save tuition dollars.

Notes from the ARC: Musings on “Future Perfect”

The 2018 WSCUC ARC theme FUTURE PERFECT (FP) suggested two possible meanings, and I look forward to learning what the organizers will have correctly taught me. 

Notes from the ARC: Persistence for Hope, Persistence for Learning - The Intersection of Hope and Grit in Post-Traditional Learners

As access to higher education becomes more affordable and convenient, an increasing number of “post-traditional” learners are signing up to earn their degrees. 

These learners largely fall outside of what has been the traditional age and stage of 18-22 year olds leaving home for the first time and moving into campus housing for a full-immersion college experience. 

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